National Center for Teacher Effectiveness

Content tagged with National Center for Teacher Effectiveness

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Mathematical Quality of Instruction (MQI) Coaching

Page

Learn how the Mathematical Quality of Instruction (MQI) project equips teachers with tools, training, and coaching grounded in research to enhance math instruction through structured observation and video reflection.

 

 

 

Douglas Staiger

Person

Dr. Douglas Staiger is the John Sloan Dickey Third Century Professor in the Social Sciences at Dartmouth College. Before joining Dartmouth in 1998, he was a faculty member at Stanford and Harvard. Dr. Staiger is a member of the National Academy of...

National Center for Teacher Effectiveness Conference 2011

Events
On May 2-3, 2011, education leaders from 11 states and 30 districts gathered at Harvard University to attend the first NCTE conference, Putting the Pieces Together: Taking Improved Teacher Evaluation to Scale. View conference resources and video

CEPR-Affiliated Sessions at AERA 2013

Events
CEPR affiliates are to present at the American Educational Research Association (AERA) Annual Meeting 2013 from April 27–May 1 in San Francisco, CA. The theme of the event this year is “Education and Poverty: Theory, Research, Policy, and Praxis.” CEPR...

Who is an Effective Teacher?

News
CEPR Faculty Director Thomas Kane discusses the minimum standard of effectiveness for teachers in the following Brookings Institution paper. As states and districts implement new teacher evaluation systems, they will struggle to differentiate between...

Bibliographic References tagged with National Center for Teacher Effectiveness

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Blazar, D. (2015). Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement. Economics of Education Review, 48, 16-29.
Blazar, D. (2015). Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement. Economics of Education Review, 48, 16-29.
Chin, M., & Goldhaber, D. (2015). Exploring Explanations for the "Weak" Relationship Between Value Added and Observation-Based Measures of Teacher Performance.
Chin, M., & Goldhaber, D. (2015). Exploring Explanations for the "Weak" Relationship Between Value Added and Observation-Based Measures of Teacher Performance.
Hickman, J., Fu, J., & Hill, H. (2012). Technical Report: Creation and Dissemination of Upper-Elementary Mathematics Assessment Modules.
Hickman, J., Fu, J., & Hill, H. (2012). Technical Report: Creation and Dissemination of Upper-Elementary Mathematics Assessment Modules.
Kelcey, B., Hill, H., & McGinn, D. (2014). Approximate measurement invariance in cross-classified rater-mediated assessments. Frontiers in Psychology, 5(1469).
Kelcey, B., Hill, H., & McGinn, D. (2014). Approximate measurement invariance in cross-classified rater-mediated assessments. Frontiers in Psychology, 5(1469).
Hill, H., Charalambous, C., & Chin, M. (2015). Teacher Characteristics and Student Learning: Toward a More Comprehensive Examination of the Association.
Hill, H., Charalambous, C., & Chin, M. (2015). Teacher Characteristics and Student Learning: Toward a More Comprehensive Examination of the Association.
Hill, H., Chin, M., & Blazar, D. (2015). Teachers’ Knowledge of Students: Defining a Domain.
Hill, H., Chin, M., & Blazar, D. (2015). Teachers’ Knowledge of Students: Defining a Domain.
Hill, H., & Chin, M. (2014). Year-to-Year Stability in Measures of Teachers and Teaching.
Hill, H., & Chin, M. (2014). Year-to-Year Stability in Measures of Teachers and Teaching.
Blazar, D., Braslow, D., Charalambous, C., & Hill, H. (2015). Attending to General and Content-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments.
Blazar, D., Braslow, D., Charalambous, C., & Hill, H. (2015). Attending to General and Content-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments.
NCTE Newsletter - Fall 2014 [AUDIO]. (2014). National Center for Teacher Effectiveness.
NCTE Newsletter - Fall 2014 [AUDIO]. (2014). National Center for Teacher Effectiveness.
Kraft, M., & Papay, J. (2014). Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience. Educational Evaluation and Policy Analysis, 36(4), 476-500.
Kraft, M., & Papay, J. (2014). Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience. Educational Evaluation and Policy Analysis, 36(4), 476-500.